Teacher Information Literacy Experience in Distance Education During the COVID-19 Pandemic


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PLoS One. 2022 Mar 18;17(3):e0259954. doi: 10.1371/journal.pone.0259954. eCollection 2022.


The advent of the coronavirus disease 2019, or COVID-19, continues to trigger several significant disruptions/innovations in virtually every industry around the world. Moreover, the impacts are predominant in certain educational systems and in the creation of opportunities. Previous studies have addressed possible effective methods for managing distance learning and student interactions. This qualitative study explored teachers’ information literacy experience during online classes in the wake of the pandemic. Semi-structured interview techniques were applied among the participants, consisting of 15 professors from the Faculty of Humanities of Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed that teachers’ experience with information literacy was mainly focused on student interactions and familiarity with various online learning platforms. However, repackaging information was an important initial consideration during virtual classes, after identifying key student characteristics. In summary, the present study has contributed to the theoretical understanding of information literacy and can be beneficial to teaching faculties to improve teaching and learning activities, as well as to provide support to students.

PMID:35303000 | DO I:10.1371/journal.pone.0259954


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